Gifted Children: Myths and Realities

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• Gifted Children Myths and Realities
• Eastwood Hall, October 2003
• What Learning Experiences do Gifted and Talented
  Children need in order to develop
• Life Skills?
• Belle Wallace

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• Challenge
• Complex problems that need sustained effort
• Deep rather than shallow success
• Stamina and perseverance
• Resilience and tenacity
• Learning from mistakes

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• High Emotional Social Intelligence
• Collaborative and independent P/S
• Linked to real life
• Communication skills
• Self-confidence
• Risk-taking

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• Vital Human Capacities
• Multi-sensory
• Intuitive thinking
• Memory
• Creative thinking
• Logical thinking
• Metacognition
• Feeling

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• TASC
• THINKING
• ACTIVELY
• IN A
• SOCIAL CONTEXT

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• TASC
• THINKING
• - can be improved
• - can cope with complexity
• - across the spectrum of human abilities

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• TASC
• ACTIVELY
• - ownership of learning
• - part of decision-making
• - self-esteem
• - aware of long-term goals

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• TASC
• SOCIAL
• - independence
• - inter- dependence
• - enviro- dependence

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• TASC
• CONTEXT
• - immediately relevant - concrete
• - wider world - abstract

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• Gather and Organise
• Assemble from memory
• Note links
• Extend through questions
• Point of differentiation

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• Identify
• Clarify purpose of task
• Establish criteria for evaluating
• Examples of excellence

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• Generate
• Search for ideas
• Research ideas
• Range of recording skills

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• Decide
• Prioritise ideas
• Select appropriate ideas

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• Implement
• Across the range of human abilities
• Range of recording skills

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• Evaluate
• Link with 'Identify'
• Formative and Summative
• Self-evaluation

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• Communicate
• Across the range of human abilities
• Real audience
• Thinking and final product

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• Learn from experience
• Formative and Summative
• Extension of knowledge
• Extension of skills
• Cross curricular transfer
• Application to real life

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• Problem-solving
• In the past - causes, consequences, a rethink
• In the future - possible problems, creative
  solutions, consequences
• In the present - real problems - moral, ethical,
  social, environmental
• World of work - real, practical research
  experience, entrepreneurial experience

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• Assessment of problem-solving
• Assessment for Learning
• Assessment of process
• Feed-forward

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• Does the learner have? Is the learner able to? Is
  there evidence of?
• Gather and Organise
• Wide knowledge of topic
• Recall of extended information
• Understanding of advanced concepts
• Organise knowledge in complex groups
• Belle Wallace (For QCA 2003)

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• Does the learner have? Is the learner able to? Is
  there evidence of?
• Identify
• Full understanding of tasks set
• Ability to articulate task clearly
• Work to complex objectives
• See what is missing
• Belle Wallace (For QCA 2003)

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• Does the learner have? Is the learner able to? Is
  there evidence of?
• Generate
• Suggest alternative methods
• Collect a variety of evidence
• See different perspectives
• Find a new way
• Belle Wallace (For QCA 2003)

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• Does the learner have? Is the learner able to? Is
  there evidence of?
• Decide
• See the consequences
• Use evidence effectively
• Select key ideas
• Plan efficiently
• Belle Wallace (For QCA 2003)

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• Does the learner have? Is the learner able to? Is
  there evidence of?
• Implement
• Carry through a plan
• Monitor progress
• Change direction
• See the next steps
• Belle Wallace (For QCA 2003)

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• Does the learner have? Is the learner able to? Is
  there evidence of?
• Evaluate
• Evaluate against criteria
• See ways to improve
• Carry out improvements
• Reflect on the task
• Belle Wallace (For QCA 2003)

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• Does the learner have? Is the learner able to? Is
  there evidence of?
• Communicate
• Explain to others
• Share what is known
• Select relevant information
• Present in different modes
• Belle Wallace (For QCA 2003)

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• Does the learner have? Is the learner able to? Is
  there evidence of?
• Learn from experience
• Reflect on performance
• Transfer skills
• Retain new knowledge
• Articulate new skills
• Belle Wallace (For QCA 2003)

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• Robert Sternberg writes
• Intelligence broadly defined (ie
  problem-solving), is important for success in
  life, but so is wisdom...

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• .One needs creative abilities to come up with
  ideas.
• One needs analytical abilities to decide whether
  one's own ideas (and those of others) are good
  ideas.
• One needs practical abilities to make ideas
  functional and to persuade other people of the
  value of these ideas.

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• ...But one needs wisdom to balance the
  effects of one's ideas not just on oneself, but
  on others and on institutions as well, both in
  the short and the long terms.
• Robert Sternberg (2003) Wisdom and education In
  Gifted Education International Vol 17 No 3

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• Gifted Children Myths and Realities
• Eastwood Hall, October 2003
• What Learning Experiences do Gifted and Talented
  Children need in order to develop
• Life Skills?
• Belle Wallace